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Support & Improvement: Professional Learning

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Designing Your Leadership Team ModuleHelpful Resources:CNA and IAP Team PlanDesigning Your Leadership Team ModuleBringing Intentionality to Instructional Leadership TeamsCompass PointsInstructional Leadership Teams to the RescueInstructions - True ColorsThe 10 Key Skills of Successful School LeadersWhat is your Leadership Style?

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Fellow Kansas Educators,

Please remember that we are here for you and your school(s) as you continue the Kansas Education Systems Accreditation (KESA) process and continue to strive to provide the absolute best education possible for ALL of our Kansas students!

We want to call a couple of facts to your attention.

1. Your district can choose which content area(s) to focus on. Your district may choose reading and/or math and/or behavior and social content area(s).

2. Your district can choose which levels participate. It could be PreK - 12. It could be PreK - 5. It could be 6 - 12. You get the idea.

3. Our process will integrate seamlessly with the KESA process and your school Redesign work.

The ultimate goal of Kansas MTSS and Alignment remains to assist school districts in creating, implementing, and sustaining a systemic framework for all content and all students. Please feel free to reach out to us with any questions or if you are interested in discussing our framework and training in more detail. You may email us at krystal@kansasmtss.org. We look forward to working with you as we all strive to Lead the World in the Success of EACH Student!

Sincerely,

Kansas MTSS and Alignment Team

Kansas MTSS & Alignment Recommended Documents for Navigating Next
Math Four Effective Mathematics Practices: Adaptations for All Learning Environments Webinar Link Effective Fractions Instruction and Interventions for Students with Mathematics Difficulties Webinar Building Computational Fluency Webinar Link Planning for Teaching Mathematics this Fall Math Teaching Tips Math Critical Standards Maps Tutorial Behavior & Social Emotional Learning Social Emotional & Behavioral Recommendations for Navigating Change
Kansas MTSS & Alignment Critical Standard Documents
Math Reading Kansas MTSS & Alignment Identified Reading Critical Standards Behavior & Social Emotional Learning Kansas MTSS & Alignment Identified Behavior & Social Emotional Learning Critical Standards Preschool

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Fellow Kansas Educators, Please remember that we are here for you and your school(s) as you continue the Kansas Education Systems Accreditation (KESA) process and continue to strive to provide the absolute best education possible for ALL of our Kansas students! We want to call a couple of facts to your attention.

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California's Multi-Tiered System of Support (CA MTSS) is a comprehensive framework that aligns academic, behavioral, social and emotional learning, and mental health supports in a fully integrated system of support for the benefit of all students. CA MTSS offers the potential to create needed systematic change through intentional design and redesign of services and supports to quickly identify and match to the needs of all students.

The evidence-based domains and features of the California MTSS framework provide opportunities for LEAs to strengthen school, family, and community partnerships while developing the whole child in the most inclusive, equitable learning environment thus closing the equity gaps for all students.
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​(Access the CA MTSS Framework HERE)
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By embracing the Whole Child approach to teaching and learning, grounded in Universal Design for Learning (UDL), and Culturally Responsive Teaching (CRT), and utilizing Implementation Science and Improvement Science for continuous improvement, the California MTSS framework lays the foundation for the statewide system of support.

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​​​ California's Multi-Tiered System of Support (CA MTSS) is a comprehensive framework that aligns academic, behavioral, social and emotional learning, and mental health supports in a fully integrated system of support for the benefit of all students.

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Response to Intervention (RtI) has been described in Florida as a multi-tiered system of supports (MTSS) for providing high quality instruction and intervention matched to student needs using learning rate over time and level of performance to inform instructional decisions.

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Office of Learning Supports

The Office of Learning Supports (OLS) is part of the Teaching and Learning Unit. The mission of the Office of Learning Supports is to support school and district systems development for the effective implementation of multi-tiered frameworks to improve academic and behavioral outcomes for all.

Colorado Multi-Tiered System of Supports

Colorado Multi-Tiered System of Supports (COMTSS) is a prevention-based framework using team-driven leadership and data-based problem solving to improve the outcomes of every student through family, school, and community partnerships, comprehensive assessment, and a layered continuum of supports. Implementation science and universal design for learning are employed to create one integrated system that focuses on increasing academic and behavioral outcomes to equitably support the varying needs of all students.

COMTSS Essential Components - Practice Profiles

COMTSS consists of five essential components. These components are the foundation and the underlying philosophy of the Practice Profiles. The COMTSS Practice Profiles were developed to specify exemplary strategies that regional, district and school implementation teams can use to support effective and sustainable use of the COMTSS framework as intended. These profiles guide and inform the development and/or refinement of the necessary supports and resources for the COMTSS implementation, such as professional learning, coaching, identification of fidelity measures, a state-level evaluation plan, and necessary changes in procedures and policy.

Acknowledgements

We are deeply indebted to Dr. Caryn Ward from the National Implementation Research Network/ State Implementation and Scaling-up of Evidence-based Practices (SISEP) Center for her facilitation and guidance in this endeavor. We are grateful to Dr. Steve Goodman and Dr. Tim Lewis for their support in the development of the COMTSS practice profiles. Most importantly, we want to give credit to the Michigan Department of Education for setting the bar high and allowing us to use their Multi-Tiered System of Supports Practice Profiles as an example to create the COMTSS practice profiles.

Please click each component below to read more about its Practice Profile. These components are also available for download in PDF and Word files.

Regional or District Level

At the regional or district level, leadership teams build infrastructure that supports the implementation of the five components of COMTSS. The building of this infrastructure includes:

1. Identifying and aligning key priorities;

2. Securing funding, resources, and time to implement those priorities;

3. Developing training and coaching structures to support personnel with implementation, and

4. Gathering data to evaluate the implementation and impact of the key priorities

School Level

At the school level, building teams implement their identified priorities and build a tiered system that fits their respective context. School teams identify the fidelity and student outcomes they wish to achieve and then identify the data needed to monitor progress toward those outcomes. They also outline the practices used at each tier, as well as the systems that enable staff to both implement the identified practices and to gather the required data.

Printable Practice Profiles

District and School

Region and District

Regional, district & school practice profiles (PDF)
All profiles - Region, District and School

To download individual practice profiles, please visit each component's page.

To request copies in Microsoft Word, please email COMTSS@cde.state.co.us.

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Colorado Multi-Tiered System of Supports

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The Office of Learning Supports (OLS) is part of the Teaching and Learning Unit. The mission of the Office of Learning Supports is to support school and district systems development for the effective implementation of multi-tiered frameworks to improve academic and behavioral outcomes for all.

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Overview

UMTSS provides leadership and support for Local Education Agencies (LEAs) in sustained implementation of evidence-based Multi-Tiered System of Supports (MTSS) practices. UMTSS addresses both academic and behavioral needs of all students through the integration of data, practices, and systems. The coaching and tools provided by UMTSS are intended to guide LEA teams in evaluating and analyzing current practices, establishing supportive infrastructure, and utilizing data to improve student outcomes.

UMTSS Eight Critical Components:

1. High Quality Instruction

2. Data-Based Decision Making

3. Team-Based Problem Solving

4. Equitable Education for Each Student

5. College and Career Readiness

6. Proactive School Climate and Structure

7. Parent and Community Involvement

8. Supportive Leadership

Objectives
Infrastructure and Collaboration
UMTSS is designed to support Utah LEAs and schools in developing sustainable, evidence-based practices and provide supports for students within a multi-tiered system. The purpose of UMTSS is to provide guidance and resources for LEAs as they build infrastructure. Website and online resources help LEAs integrate academic and behavior systems, implement systems and interventions with fidelity, utilize data, and sustain efforts over time to positively impact student outcomes.
Note: The contents of this website were developed under a grant from the U.S. Department of Education, #H323A120022. However, those content do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer Paula Maccini.
Multi-Tiered System of Supports (MTSS)

MTSS is a framework for integrating assessment and intervention to maximize student achievement, reduce behavior problems, and increase long-term success (National Center on Response to Intervention [NCRI], 2014). The combination of systematic implementation of increasingly intensive intervention, sometimes referred to as tiers, and carefully monitoring students' progress distinguishes MTSS from typical prevention measures. In an MTSS framework, emphasis is placed on ensuring that interventions are implemented effectively. This is often referred to as implementation integrity or fidelity (Batsche et al., 2005).

Utah's MTSS Model

MTSS is a framework for implementing systemic, evidence-based practices to maximize student achievement in academics and behavior in preparation for and leading to College and Career Readiness. The MTSS model includes Universal, Targeted, and Intensive levels of support, which are defined in the Utah MTSS 3-Tier Definitions for several identified critical components, such as academics, behavior, and educational equity.

Universal (Tier 1) represents those supports provided to all students. Tier 1 practices should be implemented with fidelity prior to addressing practices for Tier 2 or 3. Targeted (Tier 2) represents additional supports provided to remediate or accelerate student success. Intensive (Tier 3) represents individually-responsive supports intended to further remediate or accelerate student success and do not necessarily equate to special education services. Individually-responsive supports are developed based on individual need but may be provided in a small group or individual format. Tier 2 and 3 supports are provided in addition to, not in place of, Tier 1 instruction.

Utah Multi-Tier System of Supports (UMTSS) staff and grant funds focus on building critical infrastructure and sustainable systems at the Local Education Agency (LEA) and school levels. UMTSS supports LEAs in building effective leadership and implementation teams capable of implementing and sustaining MTSS practices with fidelity.
Note: We are rebuilding the information in this section over the summer months, so some of the web links in this section may be broken or unavailable at the moment.
Online Training Courses

UMTSS Utah Education Network (UEN) Canvas Course Series
Getting Started
The UMTSS Canvas Course Series introduce the foundational concepts and tools to help guide district/Local Education Agencies (LEA) level teams during the early stages of implementation. Course content includes best practices in supporting students within a multi-tiered framework, providing evidence-based professional development, effective coaching, collecting and using data meaningfully, and implementing evidence-based practices within specific academic and behavioral content areas.

Enroll in courses by selecting the link below:

New Courses (2016)
Hints for Navigation
Once enrolled, course are accessible with UEN Canvas.

Click "Previous" or "Next" buttons at the bottom of each page to navigate through the course.

Avoid using the browser back button when submitting assignments and quizzes.

Enable pop-ups in the web browser to visit helpful hyperlinks within the course.

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utah multi-tiered system of supports (umtss)

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Utah Multi-Tiered System of Supports (UMTSS)

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UMTSS provides leadership and support for Local Education Agencies (LEAs) in sustained implementation of evidence-based Multi-Tiered System of Supports (MTSS) practices. UMTSS addresses both academic and behavioral needs of all students through the integration of data, practices, and systems. The coaching and tools provided by UMTSS are intended to guide LEA teams in evaluating and analyzing current practices, establishing supportive infrastructure, and utilizing data to improve student outcomes.

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Wisconsin Department of Public Instruction

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Equitable Multi-Level System of Support (MLSS)

For Wisconsin schools and districts, implementing an equitable multi-level system of supports means providing equitable services, practices, and resources to every learner based upon responsiveness to effective instruction and intervention. In this system, high quality instruction, strategic use of data, and collaboration interact within a continuum of supports to facilitate learner success. Schools provide varying types of supports at differing levels of intensity to proactively and responsively adjust to the needs of the whole child. These include the knowledge, skills, and habits learners need for success beyond high school, including developmental, academic, behavioral, social and emotional skills.

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Wisconsin's Framework for Equitable Multi-Level Systems of Supports

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Equitable Multi-Level System of Support (MLSS) For Wisconsin schools and districts, implementing an equitable multi-level system of supports means providing equitable services, practices, and resources to every learner based upon responsiveness to effective instruction and intervention. In this system, high quality instruction, strategic use of data, and collaboration interact within a continuum of supports to facilitate learner success.

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To guide an assessment of the team please answer the following questions.

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WESD Jamboard Activities - Google Jamboard

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